Christina Gonzalez Chapter 8 Collaborative Reports
Cooing- refers to the first verbal sounds that babies make, which consists of all vowel sounds like ahh, ohh. For instance, some of Layla’s first cooing words were ba-ba and da-da.
Holophrases- is the expression of an idea or a sentence by using a one-word utterance. For example, when Layla uses the word Night the word itself can mean a number of things such as good night, I’m going to bed etc.
Two-word Stage- Occurs when babies are a little over 18months and usually takes place when babies utter two words that are grammatically linked together to express one complete thought the same way an adult does with a complete sentence. For example, when Layla says mommy outside by her just using those two words I can understand that she is basically asking me to take her outside to play.
Imitation hypothesis- Basically refers to when children acquire language through imitating the people around them. For example, I notice this all the time at Layla’s age now, she loves playing with older little girls and she imitates everything they do. Her newest thing though is playing with her baby doll and acting like she’s a mommy just like me.
Limbic system-(Rowe and Levine) the part of the human brain that is similar to the mammalian brain. The following video gives additional information about the limbic system. www.youtube.com/watch?v=BHfOui9hSg4(Kathy Sullivan)
Cooing- This is the first verbal sounds that babies make, consists of sounds that are all vowels, such as ahhhh, oooh, iiihh. (Levine, Rowe, 237) Alison Winkler June 21
Babbling- Babbling is the verbalization made by babies beginning at four to six months of afe, which alrernates consonants and vowels, such as bababa, gaggaga, mamama. (Levine, Rowe 237). Alison Winkler June 21 Youtube- The two-word stage- This begins sometime after eighteen months of age and is when children begin combinging words into two-word utterances. (Levine, Rowe 237). Things you will start to hear would be words like “doggie run”, “Push ball”, “Mommy car”, and “Ride car”. Alison Winkler June 21 Link-http://sitemaker.umich.edu/nicolesling/approximately_18_months__two-word_stage Overgeneralization- occurs when children acquire a morphological rule and then apply it too broadly. For example, mouses and sheeps. (Levine, Rowe 239). Alison Winkler June 21 Link-http://dictionary.reference.com/browse/overgeneralization Overextension- this occurs when a child acquires the definition of a word and applies it too broadly. A child may learn that the definition of a cat is a four legged animal with fur. To this child the word cat stands for cow, dogs, horses, and other animals with four legs and fur. (Levine, Rowe 242). Alison Winkler June 21 http://www.britannica.com/EBchecked/topic/435917/overextension
Telegraphic speech: This type of speech occurs as children begin adding more words to their two-word sentences.
2 posts Telegraphic speech appears, with children using key words in a grammatical way e.g. 'dada come'. Vocabulary increases with children learning 10-30 words in ... www.child-development-guide.com/speech-development.html Donna Hughes
limbic system: This is the part of the human brain this is similar to the mammalian brain. http://www.youtube.com/watch?v=T7nXiXQb2iM Donna Hughes neocortex: This is the largest part of the brain; it is where the language skills reside. The area of the brain that contains Broca's area and Wernicke's area. http://www.youtube.com/watch?v=_yOHkiO8w54 Donna Hughes
corpus callosum-(Rowe and Levine) the main connection between the two hemispheres of the brain. The corpus callosum facilitates the communication between the two hemispheres (Kathy Sullivan)
innateness hypothesis: This hypothesis proposes that children have the innate capacity to differentiate phonemes, extract words from the stream
of language, and process grammar. http://sitemaker.umich.edu/nicolesling/innateness_hypothesis Donna Hughes
Universal grammar
is the system involving phonemic differences, word order, and phrase recognition that is the basis for the theory of he innateness of language acquisition. To me this sounds like something we all do, whether or not e recognize it. When we communicate with people who do not speak the same language as we do there are certain cues that help to progress the conversation, despite the lack of common speech. Here is a link to a web site that can further explain the concept of universal grammar http://androidalscience.com/universal.html
By: Molly Caldera
06/23/2011 language acquisition device
is the theoretical area of hard wiring in the brains of children that propels them to acquire language. When shown in a picture, it looks a lot like the areas of the brain we are already familiar with (Wernicke's Area, Broca's Area, etc). Here is the link to the image and the web site that discusses this further. http://www.bing.com/images/search?q=language+acquisition++device&view=detail&id=2D99A574AE33E208C12F3BBCB1C019D277949591&first=0&FORM=IDFRIR
By:Molly Caldera
06.23.2011. critical period hypothesis
proposes that the language acquisition device ceases to function and the ability to acquire language with native fluency declines as childhood progresses, disappearing at the age of twenty. We learned about the development of this hypothesis in class, while watching Geenie's story and the ideas proposed by Chomsky that stated that the reason Geenie was unable to learn language was that she had surpassed the age that allowed her to fully learn a language. Here is a web page that discusses the hypothesis more in-depth when in relation to children learning a foreign language. http://www.lauraleemoore.com/criticalperiod.html
By: Molly Caldera
06.23.2011. imitation hypothesis
proposes that children acquire language by imitating the people around them. I can't support this theory entirely, because the things we refer to are assigned arbitrary signs, therefore their meaning is arbitrary. Under the section "Formal Linguistics" this hypothesis is considered with more detail. http://www.cal.org/resources/digest/cal00001.html
By: Molly Caldera
06.23.2011. reinforcement hypothesis
postulates that children acquire language by positive reinforcement when they produce a grammatical utterance and by being corrected when they don't. According to this theory, however, the results show that children experience frustration when they attempt to engage in a conversation and are corrected. www.ling.ohio-state.edu/~park/371/materials/10language_acquisition.doc ·
By: Molly Caldera
06/23/2011
poverty of stimulus-
Exists when children are not spoken to, and where incomplete sentences are the norm in everyday conversation.
Example-Kaluli of New Guinea-children are not spoken to.
Link- http://idiom.ucsd.edu/~goodall/119SLApoverty.pdf
Patty Wagner
. interactionist hypothesis:
This theory postulates that children acquire language by their innate language abilities to extract the rules of language from their environment and construct the phonology, semantics, and syntax of their native language. There can be arguments to this theory in that language is not innate or that it is innate through the language abilities we entail. I can definitely understand and agree with both sides due to the permeating examples of support for each side of the argument however I’d just sum it up and say that the way in which we acquire language is amazing.
Nena Awad 6/26/11 constructivism
cooing(Rowe and Levine)- first verbal sounds that babies make. Sounds include ahhh, ooooh, ihhhh. This adorable video shows a baby making cooing sounds http://www.youtube.com/watch?v=z9Am18cXU0E
(Kathy Sullivan)
Cooing – this is the stage when babies make their first sounds, mostly vowels. For example my cousin baby makes this type of noises, ahh and ooh. This video shows how a baby infant dialogues with her mommy saying ooh, ahh. By Araceli Rodriguez June 23 http://www.youtube.com/watch?v=8BEGP7xfsZk
babbling-(Rowe and Levine)--verbalazation made by babies at about four to six months. The sounds alternate between vowels and consonants An example of baby babble can be seen on the following youtube video http://www.youtube.com/watch?v=bPGekZreJLc
(Kathy Sullivan)
Babbling- this is the stage when babies are four to six months old .babies use a mix of vowels and consonants. For example my nephew when he was a baby he made this type of sounds bababa. This video shows how two twin brothers communicate by using the word tatata, bababa, and mamama. http://www.youtube.com/watch?v=ynq68aR6MWs By Araceli Rodriguez June 22
Two- word-stage- this is the stage that happens after 18 months of age in a baby, the babies combined words in two word utterances. For example my friend’s baby makes this type of words look here, and my bottle. This website gives a few examples of how babies typically use a subject-verb, verb-object, and adjective-noun. These are the type of expressions that they can vocalize, for example cat sleeping, mommy’s sock. By Araceli Rodriguez June 23 http://sitemaker.umich.edu/nicolesling/approximately_18_months__two-word_stage
Overgeneralization- it happens when babies acquire a morphological rule and then they apply too broadly. For example when we say “In times of crisis, every American supports his president” this statement is an overgeneralization because it assumes too much to be proven possible. Until most Americans can be contacted and surveyed, this statement cannot be proven valid. We can correct this mistake by clarifying how many people profess to support the President, and under what conditions they would not. Public support could change day by day and topic by topic. Some examples are in this website. B y Araceli Rodriguez June 23 http://answers.yahoo.com/question/index?qid=20110123085611AAmNoAS
Productive vocabulary-
Consists of the words that a person is able to use.
Example- As early as 6 months, babies indicate that they understand the meaning of words by looking at the object or person mentioned-Children say their first word around age one-from that point they learn about ten words a day through the age of 6 years old.
Link- http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=281325
Patty Wagner
Receptive vocabulary
Wug test
overextension:
According to the text, this occurs when a child acquires the definition of a word and applies too broadly. For example, a child may see a horse and say that it is a dog. It's obviously not a dog but the fact that it's an animal with four legs may lead the child to believe it is a dog through applying it too broadly. Look at this link to help you determine between overextension and underextension.
Nena Awad 6/26/11
underextension: According to the text, this occurs when a child acquires the definition of a word and applies it too narrowly. An example of this would be if a child called all males Daddy and this can occur at times due to the lack of words in their vocab so they will use a word too narrowly. Check out this link for more information.
Nena Awad 6/26/11
Sequence of grammatical morpheme mastery
conversation repair-
The attempt to revise or expand an utterance when the speaker senses that the listener has not understood.
Example- A teacher might reword information using synonyms for the original word.
Link- http://linguisticszone.blogspot.com/2007/08/conversation-repairs.html
Patty Wagner-
Simultaneous bilingualism
Sequential bilingualism
unitary system hypothesis:
Proposes that infants, exposed to two or more languages, begin of constructing one lexicon and one set of semantic rules to encompass both languages. My nieces, who were exposed to two languages at infantry, use the rules of the English language for both languages. For instance, they will add an –ing to Arabic words or –ed to words that they want to place in past tense. The way in which they want to write Arabic words is also in the English structure, left to right as opposed to the Arabic structure right to left. This is interesting and I definitely saw this theory within my field experiences. I stumbled upon this website that discusses the stages as well as the pros and cons that follow children who mix the two languages together.
Nena Awad 6/26/11
separate systems hypothesis:
This proposes that infants, exposed to two or more languages, differentiate the languages from the very beginning, constructing different phonological systems, lexicons, and semantic systems. I found an article that discusses this theory and how it works. Knowing the differences among the two different languages is not only fascinating but pretty ingenious. Even I as an adult struggle mastering both languages and the precise structures each entails in comparison to one another.
Nena Awad 6/26/11
fossilization
Register cooing -According to our text, cooing is the first verbal sounds that babies make, consists of sounds that are all vowels, such as ahh, ooh, and iiih. My baby cousin used to make these sounds all of the time. I have noticed that it is common when the babies are eating as well. I used to call these noises “soothing” noises if I noticed it when the baby was eating. http://www.youtube.com/watch?v=YI1aPCdJaMw Stephanie Signore - June 24
babbling - According to our text, babbling is the verbalization made by babies beginning at four to six months of age, which alternates consonants and vowels, such a bababa, gagaga, mamama. I have noticed this in babies too. For example, I saw a baby the other day and it seemed that whenever he wanted something(especially his bottle) he would say “bababa” and start waving his hand. http://www.youtube.com/watch?v=7RqUTJAfy48 Stephanie Signore - June 24
simultaneous bilingualism -According to our text, simultaneous bilingualism occurs when the child acquires two (or more) languages from birth. Simultaneous bilingualism is common in one of the players I used to coach in basketball. In her home her whole family spoke Spanish except for her and her sister who were in the United States long enough to be introduced to the English language. The aunts and uncles would always speak the ancestral language to the child, while the siblings would speak English. http://www.youtube.com/watch?v=kOxBc-LdrKI Stephanie Signore - June 24
sequential billignualism - According to the text, sequential bilingualism occurs when the child acquires a second language after having begun to acquire a first language. I noticed sequential bilingualism occurring in one of the players I used to coach in basketball. She was the oldest child and spoke the Spanish language at home and did not start learning or speaking the English language until she came to the United States and started her schooling. http://www.youtube.com/watch?v=_4oPZUcOuvY Stephanie Signore - June 24
holophrases - According to the text, holophrases are one-word utterances with which the toddler expresses an entire sentence. My god daughter used to speak in holophrases all the time when she was younger. I remember babysitting her and she would constantly say the word “dog” (this was right after they bought a dog). In saying dog I knew that she wanted to go over to her dog and pet him.
Holophrases- According to Rowe and Levine, holophrases are one-word utterances with which the toddler expresses an entire sentence. For example, this is when a baby learns the word “Momma” or “Papa”. They could say “Momma” 5 times in a row and be asking you to feed them and then change them. The following link is of a toddler on a very important phone call. You can tell that this little girl wants to say more, but her vocabulary is limited http://www.youtube.com/watch?v=L6tY-WAa-fM&feature=related .
Courtney Margis 6-24-2011
Two-Word Stage- According to Rowe and Levine, two-word stage begins sometime after eighteen months of age, is when children begin combining words into two-word utterance. For example, this is when a toddler says “Truck go”… their vocabulary is still limited and these 2 words can mean many things such as: The truck is going… I want the truck to go… Can the truck go that way… etc. The following video is a clip of a toddler talking with his mom. The video is of the boy talking in two plus words per sentences http://www.youtube.com/watch?v=E8aprCNnecU&feature=related .
Courtney Margis 6-24-2011
Overgeneralization- According to Rowe and Levine, overgeneralization occurs when children acquire a morphological rule and then apply it too broadly. For example, when individuals stereotype races, they are saying that the entire group is the same way, without even making exceptions or looking at each person individually. The following image is a picture of a financial advisor overgeneralizing his advisees.
Courtney Margis 6-24-2011
Sequential bilingualism- According to Rowe and Levine, sequential bilingualism occurs when a child acquires a second language after having begun to acquire a first language. For example, my neighbor taught his son how to speak Spanish, after he learned a good size vocabulary and the semantics of the language, he was then taught how to speak English. Now he is able to speak English and Spanish, all by the time he starts Pre-school. The following image is of a stop sign in both English and Spanish.
Courtney Margis 6-24-2011
Fossilization- According to Rowe and Levine, fossilization of the first-language characteristics results in the “foreign accent” of second-language learners after the age of puberty. For example, if my neighbor were to continue practicing English with his son and phase out his Spanish language and heritage, by the time he is a teenager, he will forget how to speak his native language and it will be too late. The following image is of a dinosaur fossil, this is what happens to a language when another is acquired and the first language is not practiced.
Courtney Margis 6-24-2011
Innate hypothesis suggests that children have an innate ability to differentiate phonemes, extract words in streams of language and process grammar. This hypothesis suggests that it does not matter what language is being spoken to a child. A child is capable of distinguishing phonemes, words and grammar in non-native languages if they are exposed to them during the critical period. This website lists five facts that support innate hypothesis: http://www.let.uu.nl/~wim.zonneveld/personal/phonologyinnateug.htm Tameka Caldwell June 22, 2011
Poverty of stimulus exists when children are not spoken to, and where incomplete sentences is the norm. For example, in the movie about Jeannie she was not spoken to by her parents and isolated from society for almost 13 years. This had an effect on her ability to communicate and learn language later. This website lists 10 arguments for poverty of stimulus: www.punksinscience.org/kleanthes/.../Laurence-Margolis_POS.pdf
Cooing is the first sounds that babies make. It usually consists of vowel sounds like ooh or aah.
Babbling is verbalized by babies, ages four to six months. It is done by alternating consonants and vowels, bababa or gagaga.
Holophrases are one phrase words that toddlers use to express an entire sentence. For example, if a toddler says the word bottle, it could mean that the child wants to eat or that the bottle is empty.
Cooing- refers to the first verbal sounds that babies make, which consists of all vowel sounds like ahh, ohh. For instance, some of Layla’s first cooing words were ba-ba and da-da.
**http://www.youtube.com/watch?v=z9Am18cXU0E**
Babbling- this stage in babies usually occurs around 4 to 6 months and tends to alternate consonants and vowels with words like mamama and dadada.
**http://www.youtube.com/watch?v=7RqUTJAfy48**
Holophrases- is the expression of an idea or a sentence by using a one-word utterance. For example, when Layla uses the word Night the word itself can mean a number of things such as good night, I’m going to bed etc.
http://0.tqn.com/d/grammar/1/G/8/J/-/-/Bubble_holophrase.jpg
Two-word Stage- Occurs when babies are a little over 18months and usually takes place when babies utter two words that are grammatically linked together to express one complete thought the same way an adult does with a complete sentence. For example, when Layla says mommy outside by her just using those two words I can understand that she is basically asking me to take her outside to play.
**http://www.youtube.com/watch?v=LmWIE1J62Sg**
Imitation hypothesis- Basically refers to when children acquire language through imitating the people around them. For example, I notice this all the time at Layla’s age now, she loves playing with older little girls and she imitates everything they do. Her newest thing though is playing with her baby doll and acting like she’s a mommy just like me.
http://www.youtube.com/watch?v=xH-PigZ6MhM
Language Acquisition (Chapter 8)
Limbic system-(Rowe and Levine) the part of the human brain that is similar to the mammalian brain. The following video gives additional information about the limbic system.
www.youtube.com/watch?v=BHfOui9hSg4 (Kathy Sullivan)
Cooing- This is the first verbal sounds that babies make, consists of sounds that are all vowels, such as ahhhh, oooh, iiihh. (Levine, Rowe, 237) Alison Winkler June 21
Babbling- Babbling is the verbalization made by babies beginning at four to six months of afe, which alrernates consonants and vowels, such as bababa, gaggaga, mamama. (Levine, Rowe 237). Alison Winkler June 21
Youtube-
The two-word stage- This begins sometime after eighteen months of age and is when children begin combinging words into two-word utterances. (Levine, Rowe 237). Things you will start to hear would be words like “doggie run”, “Push ball”, “Mommy car”, and “Ride car”. Alison Winkler June 21
Link-http://sitemaker.umich.edu/nicolesling/approximately_18_months__two-word_stage
Overgeneralization- occurs when children acquire a morphological rule and then apply it too broadly. For example, mouses and sheeps. (Levine, Rowe 239). Alison Winkler June 21
Link-http://dictionary.reference.com/browse/overgeneralization
Overextension- this occurs when a child acquires the definition of a word and applies it too broadly. A child may learn that the definition of a cat is a four legged animal with fur. To this child the word cat stands for cow, dogs, horses, and other animals with four legs and fur. (Levine, Rowe 242). Alison Winkler June 21
http://www.britannica.com/EBchecked/topic/435917/overextension
Telegraphic speech: This type of speech occurs as children begin adding more words to their two-word sentences.
Language and //Speech// Development in //Children// – From Birth to 8 Years
2 postsTelegraphic speech appears, with children using key words in a grammatical way e.g. 'dada come'. Vocabulary increases with children learning 10-30 words in ...
www.child-development-guide.com/speech-development.html
Donna Hughes
R-complex: The part of the human brain that is similar to the reptilian brain.
http://www.youtube.com/results?search_query=r+complex+&aq=f
Donna Hughes
limbic system: This is the part of the human brain this is similar to the mammalian brain.
http://www.youtube.com/watch?v=T7nXiXQb2iM
Donna Hughes
neocortex: This is the largest part of the brain; it is where the language skills reside. The area of the brain that contains Broca's area and Wernicke's area.
http://www.youtube.com/watch?v=_yOHkiO8w54
Donna Hughes
corpus callosum-(Rowe and Levine) the main connection between the two hemispheres of the brain. The corpus callosum facilitates the communication between the two hemispheres (Kathy Sullivan)
innateness hypothesis: This hypothesis proposes that children have the innate capacity to differentiate phonemes, extract words from the stream
of language, and process grammar.
http://sitemaker.umich.edu/nicolesling/innateness_hypothesis
Donna Hughes
Universal grammar
is the system involving phonemic differences, word order, and phrase recognition that is the basis for the theory of he innateness of language acquisition. To me this sounds like something we all do, whether or not e recognize it. When we communicate with people who do not speak the same language as we do there are certain cues that help to progress the conversation, despite the lack of common speech. Here is a link to a web site that can further explain the concept of universal grammar
http://androidalscience.com/universal.html
By: Molly Caldera
06/23/2011
language acquisition device
is the theoretical area of hard wiring in the brains of children that propels them to acquire language. When shown in a picture, it looks a lot like the areas of the brain we are already familiar with (Wernicke's Area, Broca's Area, etc). Here is the link to the image and the web site that discusses this further.
http://www.bing.com/images/search?q=language+acquisition++device&view=detail&id=2D99A574AE33E208C12F3BBCB1C019D277949591&first=0&FORM=IDFRIR
By:Molly Caldera
06.23.2011.
critical period hypothesis
proposes that the language acquisition device ceases to function and the ability to acquire language with native fluency declines as childhood progresses, disappearing at the age of twenty. We learned about the development of this hypothesis in class, while watching Geenie's story and the ideas proposed by Chomsky that stated that the reason Geenie was unable to learn language was that she had surpassed the age that allowed her to fully learn a language. Here is a web page that discusses the hypothesis more in-depth when in relation to children learning a foreign language.
http://www.lauraleemoore.com/criticalperiod.html
By: Molly Caldera
06.23.2011.
imitation hypothesis
proposes that children acquire language by imitating the people around them. I can't support this theory entirely, because the things we refer to are assigned arbitrary signs, therefore their meaning is arbitrary. Under the section "Formal Linguistics" this hypothesis is considered with more detail.
http://www.cal.org/resources/digest/cal00001.html
By: Molly Caldera
06.23.2011.
reinforcement hypothesis
postulates that children acquire language by positive reinforcement when they produce a grammatical utterance and by being corrected when they don't. According to this theory, however, the results show that children experience frustration when they attempt to engage in a conversation and are corrected.
www.ling.ohio-state.edu/~park/371/materials/10language_acquisition.doc ·
By: Molly Caldera
06/23/2011
poverty of stimulus-
Exists when children are not spoken to, and where incomplete sentences are the norm in everyday conversation.
Example-Kaluli of New Guinea-children are not spoken to.
Link- http://idiom.ucsd.edu/~goodall/119SLApoverty.pdf
Patty Wagner
.
interactionist hypothesis:
This theory postulates that children acquire language by their innate language abilities to extract the rules of language from their environment and construct the phonology, semantics, and syntax of their native language. There can be arguments to this theory in that language is not innate or that it is innate through the language abilities we entail. I can definitely understand and agree with both sides due to the permeating examples of support for each side of the argument however I’d just sum it up and say that the way in which we acquire language is amazing.
Nena Awad 6/26/11
constructivism
cooing(Rowe and Levine)- first verbal sounds that babies make. Sounds include ahhh, ooooh, ihhhh. This adorable video shows a baby making cooing sounds
http://www.youtube.com/watch?v=z9Am18cXU0E
(Kathy Sullivan)
Cooing – this is the stage when babies make their first sounds, mostly vowels. For example my cousin baby makes this type of noises, ahh and ooh. This video shows how a baby infant dialogues with her mommy saying ooh, ahh. By Araceli Rodriguez June 23 http://www.youtube.com/watch?v=8BEGP7xfsZk
babbling-(Rowe and Levine)--verbalazation made by babies at about four to six months. The sounds alternate between vowels and consonants An example of baby babble can be seen on the following youtube video
http://www.youtube.com/watch?v=bPGekZreJLc
(Kathy Sullivan)
Babbling- this is the stage when babies are four to six months old .babies use a mix of vowels and consonants. For example my nephew when he was a baby he made this type of sounds bababa. This video shows how two twin brothers communicate by using the word tatata, bababa, and mamama.
http://www.youtube.com/watch?v=ynq68aR6MWs By Araceli Rodriguez June 22
holophrase-
Are one-word utterances with which the toddler expresses an entire sentence.
Example- ball- I want the ball. Throw me the ball.
Link- http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=119
Patty Wagner
holophrastic stage
Two- word-stage- this is the stage that happens after 18 months of age in a baby, the babies combined words in two word utterances. For example my friend’s baby makes this type of words look here, and my bottle. This website gives a few examples of how babies typically use a subject-verb, verb-object, and adjective-noun. These are the type of expressions that they can vocalize, for example cat sleeping, mommy’s sock. By Araceli Rodriguez June 23
http://sitemaker.umich.edu/nicolesling/approximately_18_months__two-word_stage
Telegraphic speech- it happens when children begin adding more words to the other words utterances. For example my friend’s son that he is 2 years old always say to her 'No, mummy--no go sleep!,' “No sit there”, and “Mommy give toy”. This website show an example of her sister survive a stroke and she says “sister visit” meaning that her sister will visit her. By Araceli Rodriguez June 23
http://www.ask.com/bar?q=Telegraphic+speech+examples&page=1&qsrc=2417&dm=all&ab=4&u=http%3A%2F%2Fstroke.about.com%2Fod%2Fglossary%2Fa%2FTelegraphic.htm&sg=h%2F7PjEwCjX29MXpULmM%2BGzTylsN5y%2B%2F59LVd5AY%2BcXM%3D%0D%0A&tsp=1308798829183
overgeneralization-
Occurs when children acquire a morphological rule and then apply it too broadly.
Example- mouse is mouses, child is childs
Link- http://www.faqs.org/health/topics/45/Language-development.html
Patty Wagner
Overgeneralization- it happens when babies acquire a morphological rule and then they apply too broadly. For example when we say “In times of crisis, every American supports his president” this statement is an overgeneralization because it assumes too much to be proven possible. Until most Americans can be contacted and surveyed, this statement cannot be proven valid. We can correct this mistake by clarifying how many people profess to support the President, and under what conditions they would not. Public support could change day by day and topic by topic. Some examples are in this website. B y Araceli Rodriguez June 23
http://answers.yahoo.com/question/index?qid=20110123085611AAmNoAS
Productive vocabulary-
Consists of the words that a person is able to use.
Example- As early as 6 months, babies indicate that they understand the meaning of words by looking at the object or person mentioned-Children say their first word around age one-from that point they learn about ten words a day through the age of 6 years old.
Link- http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=281325
Patty Wagner
Receptive vocabulary
Wug test
overextension:
According to the text, this occurs when a child acquires the definition of a word and applies too broadly. For example, a child may see a horse and say that it is a dog. It's obviously not a dog but the fact that it's an animal with four legs may lead the child to believe it is a dog through applying it too broadly. Look at this link to help you determine between overextension and underextension.
Nena Awad 6/26/11
underextension:
According to the text, this occurs when a child acquires the definition of a word and applies it too narrowly. An example of this would be if a child called all males Daddy and this can occur at times due to the lack of words in their vocab so they will use a word too narrowly. Check out this link for more information.
Nena Awad 6/26/11
Sequence of grammatical morpheme mastery
conversation repair-
The attempt to revise or expand an utterance when the speaker senses that the listener has not understood.
Example- A teacher might reword information using synonyms for the original word.
Link- http://linguisticszone.blogspot.com/2007/08/conversation-repairs.html
Patty Wagner-
Simultaneous bilingualism
Sequential bilingualism
unitary system hypothesis:
Proposes that infants, exposed to two or more languages, begin of constructing one lexicon and one set of semantic rules to encompass both languages. My nieces, who were exposed to two languages at infantry, use the rules of the English language for both languages. For instance, they will add an –ing to Arabic words or –ed to words that they want to place in past tense. The way in which they want to write Arabic words is also in the English structure, left to right as opposed to the Arabic structure right to left. This is interesting and I definitely saw this theory within my field experiences. I stumbled upon this website that discusses the stages as well as the pros and cons that follow children who mix the two languages together.
Nena Awad 6/26/11
separate systems hypothesis:
This proposes that infants, exposed to two or more languages, differentiate the languages from the very beginning, constructing different phonological systems, lexicons, and semantic systems. I found an article that discusses this theory and how it works. Knowing the differences among the two different languages is not only fascinating but pretty ingenious. Even I as an adult struggle mastering both languages and the precise structures each entails in comparison to one another.
Nena Awad 6/26/11
fossilization
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cooing - According to our text, cooing is the first verbal sounds that babies make, consists of sounds that are all vowels, such as ahh, ooh, and iiih.
My baby cousin used to make these sounds all of the time. I have noticed that it is common when the babies are eating as well. I used to call these noises “soothing” noises if I noticed it when the baby was eating. http://www.youtube.com/watch?v=YI1aPCdJaMw
Stephanie Signore - June 24
babbling - According to our text, babbling is the verbalization made by babies beginning at four to six months of age, which alternates consonants and vowels, such a bababa, gagaga, mamama. I have noticed this in babies too. For example, I saw a baby the other day and it seemed that whenever he wanted something(especially his bottle) he would say “bababa” and start waving his hand. http://www.youtube.com/watch?v=7RqUTJAfy48
Stephanie Signore - June 24
simultaneous bilingualism -According to our text, simultaneous bilingualism occurs when the child acquires two (or more) languages from birth.
Simultaneous bilingualism is common in one of the players I used to coach in basketball. In her home her whole family spoke Spanish except for her and her sister who were in the United States long enough to be introduced to the English language. The aunts and uncles would always speak the ancestral language to the child, while the siblings would speak English. http://www.youtube.com/watch?v=kOxBc-LdrKI
Stephanie Signore - June 24
sequential billignualism - According to the text, sequential bilingualism occurs when the child acquires a second language after having begun to acquire a first language. I noticed sequential bilingualism occurring in one of the players I used to coach in basketball. She was the oldest child and spoke the Spanish language at home and did not start learning or speaking the English language until she came to the United States and started her schooling. http://www.youtube.com/watch?v=_4oPZUcOuvY
Stephanie Signore - June 24
holophrases - According to the text, holophrases are one-word utterances with which the toddler expresses an entire sentence. My god daughter used to speak in holophrases all the time when she was younger. I remember babysitting her and she would constantly say the word “dog” (this was right after they bought a dog). In saying dog I knew that she wanted to go over to her dog and pet him.
http://www.youtube.com/watch?v=9lyyYWhW6_k
Stephanie Signore - June 24
Holophrases- According to Rowe and Levine, holophrases are one-word utterances with which the toddler expresses an entire sentence. For example, this is when a baby learns the word “Momma” or “Papa”. They could say “Momma” 5 times in a row and be asking you to feed them and then change them. The following link is of a toddler on a very important phone call. You can tell that this little girl wants to say more, but her vocabulary is limited http://www.youtube.com/watch?v=L6tY-WAa-fM&feature=related .
Courtney Margis 6-24-2011
Two-Word Stage- According to Rowe and Levine, two-word stage begins sometime after eighteen months of age, is when children begin combining words into two-word utterance. For example, this is when a toddler says “Truck go”… their vocabulary is still limited and these 2 words can mean many things such as: The truck is going… I want the truck to go… Can the truck go that way… etc. The following video is a clip of a toddler talking with his mom. The video is of the boy talking in two plus words per sentences http://www.youtube.com/watch?v=E8aprCNnecU&feature=related .
Courtney Margis 6-24-2011
Overgeneralization- According to Rowe and Levine, overgeneralization occurs when children acquire a morphological rule and then apply it too broadly. For example, when individuals stereotype races, they are saying that the entire group is the same way, without even making exceptions or looking at each person individually. The following image is a picture of a financial advisor overgeneralizing his advisees.
Courtney Margis 6-24-2011
Sequential bilingualism- According to Rowe and Levine, sequential bilingualism occurs when a child acquires a second language after having begun to acquire a first language. For example, my neighbor taught his son how to speak Spanish, after he learned a good size vocabulary and the semantics of the language, he was then taught how to speak English. Now he is able to speak English and Spanish, all by the time he starts Pre-school. The following image is of a stop sign in both English and Spanish.
Courtney Margis 6-24-2011
Fossilization- According to Rowe and Levine, fossilization of the first-language characteristics results in the “foreign accent” of second-language learners after the age of puberty. For example, if my neighbor were to continue practicing English with his son and phase out his Spanish language and heritage, by the time he is a teenager, he will forget how to speak his native language and it will be too late. The following image is of a dinosaur fossil, this is what happens to a language when another is acquired and the first language is not practiced.
Courtney Margis 6-24-2011
Innate hypothesis suggests that children have an innate ability to differentiate phonemes, extract words in streams of language and process grammar. This hypothesis suggests that it does not matter what language is being spoken to a child. A child is capable of distinguishing phonemes, words and grammar in non-native languages if they are exposed to them during the critical period. This website lists five facts that support innate hypothesis: http://www.let.uu.nl/~wim.zonneveld/personal/phonologyinnateug.htm
Tameka Caldwell June 22, 2011
Poverty of stimulus exists when children are not spoken to, and where incomplete sentences is the norm. For example, in the movie about Jeannie she was not spoken to by her parents and isolated from society for almost 13 years. This had an effect on her ability to communicate and learn language later. This website lists 10 arguments for poverty of stimulus: www.punksinscience.org/kleanthes/.../Laurence-Margolis_POS.pdf
Cooing is the first sounds that babies make. It usually consists of vowel sounds like ooh or aah.
Babbling is verbalized by babies, ages four to six months. It is done by alternating consonants and vowels, bababa or gagaga.
Holophrases are one phrase words that toddlers use to express an entire sentence. For example, if a toddler says the word bottle, it could mean that the child wants to eat or that the bottle is empty.